West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "West Linn-Wilsonville School District Primary (Grades K-5) Music Curriculum. Curriculum Foundations"

Transcription

1 Curriculum Foundations Important Ideas & Understandings Significant Strands Significant Skills to be Learned & Practiced Nature of the Human Experience Making connections creating meaning and understanding Providing continuity Inspiring change challenging perspectives Connectivity (Interrelationships) Among art disciplines Across disciplines (e.g. mathematics, language, social sciences, etc.) Influences and Roles Societal, historical, and cultural contexts Environment and personal experience Personal, professional, practical, economic, community, and cultural needs Music - Vocal Music - Instrumental Dance/Theatre (as related to music) Theory/Composition History Culture Creation and/or performance demonstrating skills and knowledge Vocabulary Materials & Technology Tools & Techniques Tools for Life and School Creative Skills: Imagination, Intuition, Adaptation, Dexterity Cognitive Skills: Problem-Solving, Critical Thinking, Reasoning, Reflection, Perception, Insight Personal Skills: Communication, Teamwork, Self-Motivation, Self- Discipline, Sensitivity Analysis and evaluation (both written and oral) of works of art (including own) considering various perspectives Structure (elements and organization) History Culture Aesthetics WLWV Primary Music Curriculum 9/28/06 Page 1

2 Singing, alone and with others, a varied repertoire of music Sing on pitch and in rhythm with a Differentiate between singing and speaking voice Sing expressively with appropriate interpretation, and kinesthetically appropriate movements Sing from memory a varied repertoire of songs representing genres and styles from diverse Sing simple line melodies and echo songs Sing in groups blending vocal tone, matching dynamic levels, and responding to simple cues by conductor Sing on pitch and in rhythm with a Differentiate between singing and speaking voice Sing expressively with appropriate interpretation, and kinesthetically appropriate movements Sing from memory a varied repertoire of songs representing own and different Sing simple line melodies, simple rounds, and echo songs Sing in groups blending vocal tone, matching responding to simple cues by conductor Sing on pitch and in rhythm with a Sing from memory, and by reading, a varied repertoire of songs representing own and different Sing simple ostinatos, partner songs, and rounds Sing expressively with appropriate phrasing Sing in groups, blending vocal dynamic levels, Sing independently, on pitch, with appropriate timbre, diction, and posture, and maintain a steady Sing expressively, with appropriate dynamics, phrasing and interpretation Sing from memory and by reading, a varied repertoire of songs representing genres and styles from diverse and historic periods Sing ostinatos, descants, rounds, and simple two-part and partner songs Sing in groups, blending vocal dynamic levels, Sing independently on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady Sing expressively, with appropriate dynamics, phrasing, and interpretation Sing from memory and by reading, a varied repertoire of songs representing genres and styles from diverse and periods of history Sing ostinatos, partner songs, rounds, two-part songs, and descants Sing in groups, blending vocal Sing accurately and with good breath control throughout individual singing ranges, alone and in small and large ensembles Sing with expression and technical accuracy a repertoire of own and other songs from memory and from sheet music Sing complex ostinatos, partner songs, rounds, two-part songs, and descants Sing in groups, blending vocal WLWV Primary Music Curriculum 9/28/06 Page 2

3 Performing on with others, a varied repertoire of music Perform on pitch and in rhythm to a Perform easy and chordal patterns on pitched and un-pitched Echo short rhythms and melodic patterns care and safety for Perform on pitch and in rhythm to a Perform easy and chordal patterns on pitched and un-pitched Echo short rhythms and melodic patterns care and safety for Perform on pitch and in rhythm to a Perform rhythmic, melodic, and chordal patterns on pitched and unpitched Echo rhythmic and melodic patterns care and safety for Perform on pitch, in rhythm, with appropriate timbre, while maintaining a steady Accurately perform and chordal patterns on and harmonic Expressively perform a varied repertoire of music from diverse genres and styles Echo rhythms and melodic patterns Perform simple independent instrumental parts (e.g. rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while singing with other students Perform in groups, blending instrumental Perform on pitch, in rhythm, with appropriate timbre, while maintaining a steady Accurately and independently perform rhythmic, melodic, and chordal patterns on and harmonic Expressively perform a varied repertoire of music representing diverse genres and styles Echo rhythms and melodic patterns Perform independent instrumental parts (rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while singing with other students who are singing and playing contrasting parts Perform on pitch, in rhythm, with appropriate timbre, and maintain a steady Accurately and independently perform complex rhythmic, melodic, and chordal patterns on and harmonic Expressively perform a varied repertoire of music of own and different and styles Echo complex rhythms and melodic patterns Perform complex independent instrumental parts while others sing or play contrasting parts Perform in groups, blending instrumental WLWV Primary Music Curriculum 9/28/06 Page 3

4 responding to simple cues of a conductor Perform in groups, blending instrumental WLWV Primary Music Curriculum 9/28/06 Page 4

5 Improvising melodies, variations, and accompaniments answers in same style to given rhythmic and rhythmic variations answers in same style to given rhythmic and rhythmic variations Improvise answers in same style to given rhythmic and rhythmic ostinato accompaniments rhythms and melodies Improvise short songs and using traditional sounds (voices and ), body sounds, and/or sounds produced by electronic means Improvise answers in the same style to given rhythmic and rhythmic and melodic ostinato accompaniments rhythms and melodies Improvise short songs and using traditional sounds (voices and ), body sounds, and/or sounds produced by electronic means Improvise complex answers in the same style to given rhythmic and Improvise rhythmic and melodic ostinato and descant accompaniments Improvise rhythms and melodies Improvise short songs and using a variety of sound sources; including traditional sounds, nontraditional sounds, body sounds, and/or sounds produced by electronic means Improvise complex answers in the same style to given rhythmic and Improvise rhythmic and melodic ostinato and descant accompaniments Improvise rhythms and melodies Improvise short songs and using a variety of sound sources; including traditional sounds, nontraditional sounds, body sounds, and/or sounds produced by electronic means WLWV Primary Music Curriculum 9/28/06 Page 5

6 Composing and arranging music within specified guidelines Reading and notating music Read quarter and eighth notes; and quarter rests and echo simple pitch and rhythmic notation simple symbols and traditional terms referring to Read quarter and eighth notes; and quarter rests and echo simple pitch and rhythmic notation simple symbols and traditional terms referring to easy music to accompany readings or dramatizations short songs or within specified guidelines (using quarter notes and rests, eighth notes) Read whole, half, quarter and eighth notes; whole, half, and quarter rests in 2/4, 3/4, and 4/4 meter signatures and echo pitch and rhythmic notation symbols and traditional terms referring to easy music to accompany readings or dramatizations short songs and within specified guidelines Use a variety of sound sources when composing Read whole, half, quarter, eighth, and sixteenth notes; whole, half, and quarter rests in 2/4, 3/4, 4/4 meter signatures and echo pitch and rhythmic notation symbols and traditional terms referring to dynamics,, and articulation music to accompany readings or dramatizations short songs and within specified guidelines Use a variety of sound sources when composing Read whole, half, dotted half, quarter, dotted quarter, eighth notes, and sixteenth notes; whole, half, quarter and eighth rests in 2/4, 3/4, 4/4, and 6/8 meter signatures and echo complex pitch and rhythmic notation complex symbols and traditional terms referring to dynamics,, and articulation music to accompany readings or dramatizations short songs and within specified guidelines Use a variety of sound sources when composing Read whole, half, dotted half, quarter, dotted quarter, eighth notes, and sixteenth notes; whole, half, quarter and eighth rests in 2/4, 3/4, 4/4, and 6/8 meter signatures and echo complex pitch and rhythmic notation complex symbols and traditional terms referring to dynamics,, and articulation WLWV Primary Music Curriculum 9/28/06 Page 6

7 Listening to, analyzing, and describing music simple aural examples of music from a variety of styles Begin to identify sounds of a variety of / voices music forms when aurally presented simple aural examples of music from a variety of styles Begin to identify sounds of a variety of / voices music forms when aurally presented aural examples of music from a variety of styles Identify sounds of a variety of /voices music forms when presented aurally and in print aural examples of music from a variety of styles Identify sounds of a variety of /voices Identify music forms when presented aurally and in print complex aural examples of music from a variety of styles Identify complex sounds and styles of a variety of /voices Identify complex music forms when presented aurally and in print complex aural examples of music from a variety of styles Identify complex sounds and styles of a variety of /voices WLWV Primary Music Curriculum 9/28/06 Page 7

8 Evaluating music and music performances Understanding relationships between music, the other arts, and disciplines outside the arts Begin to identify simple ways in which other school are languages, cultural celebrations) Begin to develop skills to describe compositions ways in which other school are languages, cultural celebrations, reading elements) Begin to develop skills to describe compositions Identify similarities and differences in the meanings of common terms used in the various arts ways in which other school are languages, cultural celebrations, reading and math elements) Begin to develop criteria to describe compositions Use criteria to evaluate others compositions and offer constructive suggestions for improvement Identify similarities and differences in the meanings of common terms used in the various arts ways in which other school are languages, cultural celebrations, reading and math elements) Develop criteria for evaluating compositions Use criteria to evaluate others compositions and offer constructive suggestions for improvement Identify similarities and differences in the meanings of common terms used in the various arts Identify ways in which other the school are languages, language arts, mathematics, science, geography/history) Develop criteria for evaluating compositions Use criteria to evaluate others compositions and offer constructive suggestions for improvement Identify similarities and differences in the meanings of common terms used in the various arts Identify ways in which other the school are languages, language arts, mathematics, science, geography/history) WLWV Primary Music Curriculum 9/28/06 Page 8

9 Understanding music in relation to history and culture appropriate for and begin to describe characteristics that make certain music suitable for each use Begin to identify the roles of musicians in various musical settings and appropriate for the Describe in simple terms how musical elements are used in music from own and other and describe characteristics that make certain music suitable for each use Identify the roles of musicians in various musical settings and appropriate for the Identify music by composer and the historic period that composer came/comes from Describe how musical elements are used in music from own and other and describe characteristics that make certain music suitable for each use Identify and describe roles of musicians (e.g. conductor, composer, orchestral musician, folk singer, etc.) in various music settings and appropriate for the Identify music by composer and the historic period that composer came/comes from Describe how musical elements are used in music from own and other and describe characteristics that make certain music suitable for each use Identify and describe roles of musicians (e.g. conductor, composer, orchestral musician, folk singer, etc.) in various music settings and Describe and demonstrate appropriate for the Identify music by composer and the historic period that composer came/comes from Describe in complex terms how musical elements are used in music from own and other and describe characteristics that make certain music suitable for each use Identify and describe roles of musicians (e.g. conductor, composer, orchestral musician, folk singer, etc.) in various music settings and Describe and demonstrate appropriate for the WLWV Primary Music Curriculum 9/28/06 Page 9

10 RELATED ARTS DISCIPLINES Identifying and demonstrating movement elements and skills Understanding choreographic principles, processes, and structures Demonstrating and understanding dance in various and historical periods Acting by assuming roles Kindergarten Grade 5 DANCE Accurately demonstrate locomotor and non-locomotor/axial movements Create shapes at low, middle, and high levels the ability to define and maintain personal space accuracy in moving to a musical beat and responding to changes in Use improvisation to discover and invent movement the ability to work effectively alone and with a partner the following partner skills: copying, leading and following, mirroring Perform folk dances from own and different with competence and confidence THEATRE Imagine and clearly describe characters, their relationships, and their environments Use variations of locomotor and non-locomotor movement and vocal pitch,, and tone for different characters Assume roles that exhibit concentration and contribute to the action of dramatizations WLWV Primary Music Curriculum 9/28/06 Page 10

Grade 4 General Music

Grade 4 General Music Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More information

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS

Music. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing

More information

Grade-Level Academic Standards for General Music

Grade-Level Academic Standards for General Music Grade-Level Academic Standards for General Music KINDERGARTEN Music Performance Standard 1 The student will sing and perform on instruments, alone and with others, a variety of music. Students should develop

More information

Music Learning Expectations

Music Learning Expectations Music Learning Expectations Pre K 3 practice listening skills sing songs from memory experiment with rhythm and beat echo So Mi melodies incorporate movements to correspond to specific music use classroom

More information

1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard:

1. Content Standard: Singing, alone and with others, a varied repertoire of music Achievement Standard: The School Music Program: A New Vision K-12 Standards, and What They Mean to Music Educators GRADES K-4 Performing, creating, and responding to music are the fundamental music processes in which humans

More information

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music Grade: 3 1. Sings a varied repertoire of music Sings on pitch and in rhythm Maintains a steady tempo Sings with appropriate phrasing Sings a variety of ostinati Matches and responds to the cues (starts

More information

Grade 3 General Music

Grade 3 General Music Grade 3 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to

More information

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)

PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional

More information

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.

More information

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and: MUSIC: Singing Content Standard 1.0: Students sing a varied repertoire of music alone and with others. By the end of Grade 3 students know 1. 3.1 Sing a simple melody with accurate pitch. 1.5.1 Sing independently

More information

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music UNIT: Singing #1 Singing alone and with other a varied rep0ertoire of music Students sing independently, on pitch and rhythm, with appropriate tone color, diction, and posture, and maintain a steady tempo.

More information

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading

MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading MMSD 5 th Grade Level Instrumental Music Orchestra Standards and Grading The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community

More information

Instrumental Music. Band

Instrumental Music. Band 6-12 th Grade Level Instrumental Music Band The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards F L O R I D A D E P A R T M E N T O F E D U C A T I O N w w w. m y f l o r i d a e d u c a t i o n. c o m Strand A: Standard 1: Skills and Techniques The student sings,

More information

Indiana s Academic Standards MUSIC

Indiana s Academic Standards MUSIC Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National

More information

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks)

Curriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks) Curriculum Mapping Piano and Electronic Keyboard (L) 4204 1-Semester class (18 weeks) Week Week 15 Standar d Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and

More information

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music Chamber Singers ORGANIZING THEME/TOPIC FOCUS STANDARDS SKILLS UNIT 1: Establishing the Ensemble and performance of choral literature Time Frame:Approximately

More information

Grade 2 General Music

Grade 2 General Music Grade 2 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to

More information

ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007

ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE. Department of Catholic Schools 2007 ARCHDIOCESE OF PORTLAND IN OREGON ELEMENTARY SCHOOL MUSIC CURRICULUM GUIDE Department of Catholic Schools 2007 Curriculum Guidelines for Music Archdiocese of Portland, Oregon The Department of Catholic

More information

Strand 1: Music Literacy

Strand 1: Music Literacy Strand 1: Music Literacy The student will develop & demonstrate the ability to read and notate music. HS Beginning HS Beginning HS Beginning Level A B C Benchmark 1a: Critical Listening Skills Aural Discrimination

More information

Stafford Township School District Manahawkin, NJ

Stafford Township School District Manahawkin, NJ Stafford Township School District Manahawkin, NJ Fourth Grade Music Curriculum Aligned to the CCCS 2009 This Curriculum is reviewed and updated annually as needed This Curriculum was approved at the Board

More information

General Music Objectives by Grade

General Music Objectives by Grade Component Objective Grade K Students will be able to demonstrate the ability to move to a steady beat at varying tempi Students will be able to discover the singing voice. Recognize and perform high and

More information

Gateway Regional School District VERTICAL ALIGNMENT OF INSTRUMENTAL MUSIC Grades K-4

Gateway Regional School District VERTICAL ALIGNMENT OF INSTRUMENTAL MUSIC Grades K-4 STANDARD 1: Singing 1.1 Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture how to sing in tune

More information

Music. Curriculum Glance Cards

Music. Curriculum Glance Cards Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow

More information

Curriculum Mapping Subject-VOCAL JAZZ (L)4184

Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and

More information

String Orchestra - 7th Grade

String Orchestra - 7th Grade Grade Instructional Unit Advancing String Ensemble Techniques -tuning The students will be -Set-up, tune, and organize -preparation for 9.1.8ABCDGH -warm-ups that include a able to demonstrate the rehearsal

More information

Visual and Performing Arts Standards. Dance Music Theatre Visual Arts

Visual and Performing Arts Standards. Dance Music Theatre Visual Arts Visual and Performing Arts Standards Dance Music Theatre Visual Arts California Visual and Performing Arts Standards Grade Five - Dance Dance 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding

More information

CONTENT AREA: MUSIC EDUCATION

CONTENT AREA: MUSIC EDUCATION COURSE TITLE: Advanced Chorus (Grades 9-12); Advanced Choral Ensemble (Grades 9-12) CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE DESCRIPTION: COURSE TITLE: ADVANCED CHORUS I- IV Advanced Choral

More information

Course Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music?

Course Overview. Assessments What are the essential elements and. aptitude and aural acuity? meaning and expression in music? BEGINNING PIANO / KEYBOARD CLASS This class is open to all students in grades 9-12 who wish to acquire basic piano skills. It is appropriate for students in band, orchestra, and chorus as well as the non-performing

More information

HINSDALE MUSIC CURRICULUM

HINSDALE MUSIC CURRICULUM HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: Middle Music STANDARD: 1. Sing, alone and with others, a varied repertoire of music. Knowledge & Skills Suggested Activities Suggested Resources & Materials

More information

Elementary Music Curriculum Objectives

Elementary Music Curriculum Objectives Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify

More information

SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing

SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing Massachusetts Standards for 9-12 Topics TEXTBOOK No textbook is used in this course 1.1 Sing independently, maintaining accurate innation, steady tempo, rhythmic accuracy, appropriately-produced sound

More information

SCOPE & SEQUENCE Concert Choir High School

SCOPE & SEQUENCE Concert Choir High School TEXTBOOK No textbook is used in this course. MUSIC STANDARD 1: Singing 1.1 Sing independently, maintaining accurate innation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear

More information

Fourth Grade Vocal Music Curriculum Time Line

Fourth Grade Vocal Music Curriculum Time Line COLUMBUS CITY SCHOOLS - VOCAL MUSIC CURRICULUM Fourth Grade Vocal Music Curriculum Time Line STANDARDS 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone

More information

Midway ISD Choral Music Department Curriculum Framework

Midway ISD Choral Music Department Curriculum Framework Sixth Grade Choir The sixth grade Choir program focuses on exploration of the singing voice, development of basic sightreading skills, and performance and evaluation of appropriate choral repertoire represent

More information

Progress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2

Progress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2 Performance use their voices expressively by singing songs and speaking chants and rhymes play tuned and un-tuned rehearse and perform with others (starting and finishing together, keeping a steady pulse)

More information

PRIMARY MUSIC CURRICULUM MAP

PRIMARY MUSIC CURRICULUM MAP Teacher: Kristine Crandall COURSE: Music -Primary TARGET DATES ESSENTIAL QUESTIONS CONCEPTS/CONTENT (Outcomes) LEARNING TARGETS/SKILLS (Performance Tasks) STATE/DIOCESAN STANDARDS ASSESSMENTS RESOURCES

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

CONTENT AREA: MUSIC EDUCATION

CONTENT AREA: MUSIC EDUCATION COURSE TITLE Intermediate Chorus (Grades 9-12) Intermediate Choral Ensemble CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE TITLE: INTERMEDIATE CHORUS I, II, III, IV Intermediate Choral Ensemble

More information

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Band - Grade Six

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Band - Grade Six Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. TEKS/SE 6.1 THE STUDENT DESCRIBES

More information

https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...

https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp... of 13 5/6/2014 8:39 AM Teacher: ElementaryBand, CORE Course: ElementaryBand Year: 2012-13 Units: Basic Skills Proficency 1. What have students retained over the summer? 2. What review materials are necessary

More information

Fifth Grade Vocal Music Curriculum Time Line

Fifth Grade Vocal Music Curriculum Time Line COLUMBUS CITY SCHOOLS - VOCAL MUSIC CURRICULUM Fifth Grade Vocal Music Curriculum Time Line STANDARDS 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone

More information

2015 Arizona Arts Standards. Music: Performing Ensembles Standards Novice - High School

2015 Arizona Arts Standards. Music: Performing Ensembles Standards Novice - High School 2015 Arizona Arts Standards Music: Performing Ensembles Standards Novice - High School These Arizona performing ensemble standards serve as a framework to guide the development of a performing ensemble

More information

DISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES

DISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES DISTRICT 228 INSTRUMENTAL MUSIC SCOPE AND SEQUENCE OF EXPECTED LEARNER OUTCOMES = Skill Introduced NOTE: All skills are continuously developed throughout each grade level after being introduced. LEARNING

More information

Arkansas Music Curriculum Framework Revised 2001

Arkansas Music Curriculum Framework Revised 2001 Arkansas Music Curriculum Framework Revised 2001 Arkansas Department of Education Music Strand Content Standard 1 The student will sing and/or play an instrument utilizing a varied repertoire of music.

More information

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.3 Performance: All students will

More information

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Throughout the year, students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. TEKS (1) THE STUDENT DESCRIBES

More information

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music? Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

More information

COURSE: Band GRADE(S): Level II (Grade 6)

COURSE: Band GRADE(S): Level II (Grade 6) COURSE: Band GRADE(S): Level II (Grade 6) UNIT: Ensemble Techniques 2. Performing on Instruments, alone and with others a varied repertoire of music. 5. Reading and notating music. 9.1 Production, Performance,

More information

Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet

Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet Texas State Solo & Ensemble Contest May 26 & May 28, 2012 Theory Test Cover Sheet Please PRINT and complete the following information: Student Name: Grade (2011-2012) Mailing Address: City: Zip Code: School:

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter B. Middle School, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter B. Middle School, Adopted 2013 Middle School, Adopted 2013 117.B. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter B. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter B issued

More information

7th Grade Vocal Music Music

7th Grade Vocal Music Music Course Description The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge

More information

Primary Music Objectives (Prepared by Sheila Linville and Julie Troum)

Primary Music Objectives (Prepared by Sheila Linville and Julie Troum) Primary Music Objectives (Prepared by Sheila Linville and Julie Troum) Primary Music Description: As Montessori teachers we believe that the musical experience for the young child should be organic and

More information

Unit: Sounds of the Season: Vivaldi s The Four Seasons, Winter. Grade: 3 rd and 4 th Grade

Unit: Sounds of the Season: Vivaldi s The Four Seasons, Winter. Grade: 3 rd and 4 th Grade Unit: Sounds of the Season: Vivaldi s The Four Seasons, Grade: 3 rd and 4 th Grade Concepts: Identifying relationships between text and music, Articulation (staccato, legato), Tempo, Dynamics, and Articulation,

More information

SENECA VALLEY SCHOOL DISTRICT CURRICULUM

SENECA VALLEY SCHOOL DISTRICT CURRICULUM SENECA VALLEY SCHOOL DISTRICT CURRICULUM Course Title: Course Number: 0960 Grade Level(s): 9 10 Periods Per Week: 5 Length of Period: 42 Minutes Length of Course: Full Year Credits: 1.0 Faculty Author(s):

More information

ILLINOIS LICENSURE TESTING SYSTEM

ILLINOIS LICENSURE TESTING SYSTEM ILLINOIS LICENSURE TESTING SYSTEM FIELD 143: MUSIC November 2003 Illinois Licensure Testing System FIELD 143: MUSIC November 2003 Subarea Range of Objectives I. Listening Skills 01 05 II. Music Theory

More information

AOSA Teacher Education Curriculum Standards

AOSA Teacher Education Curriculum Standards Section 16: AOSA Teacher Education Curriculum Standards Recorder Standards: Level I V 1.0 F / March 29, 2013 Edited by Laurie C. Sain, TABLE OF CONTENTS Introduction... 2 Teacher Education Curriculum Standards

More information

Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Intonation, balance, blend

Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Intonation, balance, blend Unit: Intonation, balance, blend Enduring Concept: Expression of Music Grade Level Expectations (GLE): Perform music accurately and expressively Why is it important to hear balance between other parts

More information

Kindergarten Music Music

Kindergarten Music Music Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and

More information

NATIONAL and KENTUCKY ACADEMIC STANDARDS in MUSIC

NATIONAL and KENTUCKY ACADEMIC STANDARDS in MUSIC 3 rd GRADE 2 nd MU:Cr1.1.3 a) Improvise rhythmic and melodic ideas and describe connections to specific purpose and context (i.e., personal and social). 1 st b) Generate musical ideas (i.e., rhythm and

More information

Collaborative Composition Lesson 8

Collaborative Composition Lesson 8 Collaborative Composition Lesson 8 Critical Learning Composing requires making personal and collaborative connections. Being aware of the Creative Process enables us to leverage it in many areas of our

More information

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory HIGH SCHOOL Rhythm/Meter Major Scales/Key Signatures Intervals Minor Scales/Key Signatures Triads, Chord Inversions and Chord Symbols STRATFORD PUBLIC SCHOOLS Perform rhythmic patterns and phrases. Compose

More information

MUSIC Hobbs Municipal Schools 6th Grade

MUSIC Hobbs Municipal Schools 6th Grade Date NM State Standards I. Content Standard 1: Learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual art. A. K-4 BENCHMARK 1A: Sing and play instruments

More information

HINSDALE MUSIC CURRICULUM

HINSDALE MUSIC CURRICULUM HINSDALE MUSIC CURRICULUM GRADE LEVEL/COURSE: Grade K STANDARD: 1. Sing, alone and with others, a varied repertoire of music. a. Students sing using appropriate posture and maintain a steady beat. -Teach

More information

Praxis Music: Content Knowledge (5113) Study Plan Description of content

Praxis Music: Content Knowledge (5113) Study Plan Description of content Page 1 Section 1: Listening Section I. Music History and Literature (14%) A. Understands the history of major developments in musical style and the significant characteristics of important musical styles

More information

MSAD #54 Music Curriculum

MSAD #54 Music Curriculum Music Curriculum Unit: Disciplinary Literacy MLR Span: 6-8 MLR Content Standard: A: Disciplinary Literacy Music Students show literacy in the discipline by understanding and demonstrating concepts, skills,

More information

Fine Arts. Smyth County Schools Curriculum Map. Grade:9-12 Subject:Advanced Chorus

Fine Arts. Smyth County Schools Curriculum Map. Grade:9-12 Subject:Advanced Chorus Standards 1st Quarter CAD.1 The student will demonstrate proper vocal technique as applied to advanced literature. CAD.2 The student will consistently perform with accurate intonation in solo and ensemble

More information

MISSION STATEMENT. Our Lady Queen of Peace School. Music Education Standards

MISSION STATEMENT. Our Lady Queen of Peace School. Music Education Standards MUSIC CURRICULUM MISSION STATEMENT We at Our Lady Queen of Peace School believe that music is an integral part of our Catholic identity. We offer each student the opportunity to explore and appreciate

More information

YEAR 3 AUTUMN 1. Working with standard notation. Introduction Explain how the notation system works:

YEAR 3 AUTUMN 1. Working with standard notation. Introduction Explain how the notation system works: Curriculum objective To understand and explore how music is created through appropriate musical notations. To understand and explore the interrelated dimensions (duration). Lesson objectives To create

More information

Kindergarten Music Curriculum Maps

Kindergarten Music Curriculum Maps Kindergarten Music Curriculum Maps Unit of Study: Voice Unit of Study: Sources for Music Unit of Study: Ballet Unit of Study: Voice, Steady Beat and Ballet Unit of Study: Steady Beat Unit of Study: Modality

More information

Third Grade Music Scope and Sequence

Third Grade Music Scope and Sequence Third Grade Music Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Unit One Games We Share Unit Two Going Places 7 days -- 7 days 14 days Unit Three Everyday Music Unit Four Words that Sing CATEGORY TOTALS

More information

Chorus 6- Beginning Level

Chorus 6- Beginning Level Chorus 6- Beginning Level Chorus 6 is one of the courses offered to fulfill the music requirement in the sixth grade curriculum. This course is designed for those students who enjoy singing and desire

More information

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is

More information

Curriculum Maps. Grades K-8. Grades K-8

Curriculum Maps. Grades K-8. Grades K-8 Curriculum Maps Grades K- Grades K- Kindergarten Curriculum Map First Nine Weeks Second Nine Weeks Third Nine Weeks Fourth Nine Weeks Module - Beat Module - Pitch Module - Instruments Module 0 - Duration

More information

Music. on Scale and. Specificc Talent Aptitude: Visual Arts, Music, Dance, Psychomotor, Creativity, Leadership. Performing Arts,

Music. on Scale and. Specificc Talent Aptitude: Visual Arts, Music, Dance, Psychomotor, Creativity, Leadership. Performing Arts, Specificc Talent Aptitude: Music Examples of Performance Evaluation Rubrics and Scales Examples of Performance Evaluation Rubrics & Scales: Music 1 Office of Gifted Education Identification in the talent

More information

Enduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music

Enduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music ASSESSMENTS Exams - given three times per year Music Theory/Music History quizzes bimonthly Sight Reading evaluations three times per

More information

Chorus Chorus Chorus Chorus Chorus 5 Honors Chorus 6 Honors CURRICULUM MAPS

Chorus Chorus Chorus Chorus Chorus 5 Honors Chorus 6 Honors CURRICULUM MAPS 2017-2018 1303300 Chorus 1 1303310 Chorus 2 1303320 Chorus 3 1303330 Chorus 4 1303340 Chorus 5 Honors 1303350 Chorus 6 Honors CURRICULUM MAPS Grades 9-12 Vision Statement of Volusia County Schools Through

More information

K Use kinesthetic awareness, proper use of space and the ability to move safely. use of space (2, 5)

K Use kinesthetic awareness, proper use of space and the ability to move safely. use of space (2, 5) DANCE CREATIVE EXPRESSION Standard: Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination. Use kinesthetic awareness,

More information

Music Curriculum Map

Music Curriculum Map Date August September Topic Structure in the Arts - Rhythm Notes Rests Performing Structure in the Arts - (continue with previous and add ) Rhythm Notes Rests (quarter) Time signatures Bar Lines Melody

More information

Improvising with The Blues Lesson 3

Improvising with The Blues Lesson 3 Improvising with The Blues Lesson 3 Critical Learning What improvisation is. How improvisation is used in music. Grade 7 Music Guiding Questions Do you feel the same way about improvisation when you re

More information

I. Students will use body, voice and instruments as means of musical expression.

I. Students will use body, voice and instruments as means of musical expression. SECONDARY MUSIC MUSIC COMPOSITION (Theory) First Standard: PERFORM p. 1 I. Students will use body, voice and instruments as means of musical expression. Objective 1: Demonstrate technical performance skills.

More information

The KING S Medium Term Plan - MUSIC. Y8 LC3 Programme. Building on prior learning

The KING S Medium Term Plan - MUSIC. Y8 LC3 Programme. Building on prior learning The KING S Medium Term Plan - MUSIC Y8 LC3 Programme Module Salsa Building on prior learning Using the understanding of rhythm, sense of line, composition, performance, melody and harmony, learners will

More information

Requirements and Competencies for Credit and Non-Credit Participants Orff Schulwerk Certification Program George Mason University

Requirements and Competencies for Credit and Non-Credit Participants Orff Schulwerk Certification Program George Mason University Requirements and Competencies for Credit and Non-Credit Participants Orff Schulwerk Certification Program George Mason University Welcome to the George Mason Orff Schulwerk Certification Course. The Certification

More information

Beginning Choral Ensemble

Beginning Choral Ensemble Beginning Choral Ensemble The Beginning Choral Ensemble is an elective course that is available without audition to students in grades nine through twelve. Members of the Beginning Choral Ensemble will

More information

Exploring Our Roots, Expanding our Future Volume 1: Lesson 1

Exploring Our Roots, Expanding our Future Volume 1: Lesson 1 Exploring Our Roots, Expanding our Future Volume 1: Lesson 1 Brian Crisp PEDAGOGICAL Overview In his introduction to Gunild Keetman s Elementaria, Werner Thomas writes about Orff-Schulwerk as an approach

More information

Combined Curriculum Document Arts and Humanities Fourth Grade

Combined Curriculum Document Arts and Humanities Fourth Grade Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements

More information

Department of Teaching & Learning Parent/Student Course Information. Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12

Department of Teaching & Learning Parent/Student Course Information. Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12 Department of Teaching & Learning Parent/Student Course Information Intermediate Orchestra (MU 9238) One Credit Per Year Grades 9-12 Counselors are available to assist parents and students with course

More information

Our Savior Christian Academy

Our Savior Christian Academy Product Performance Our Savior Christian Academy Framework for: Music Our Savior Christian Academy s Framework for Music is designed as a tool that will follow the same format for all grades K-4. Each

More information

Music Curriculum Creates sounds by banging, shaking, tapping or blowing. Shows an interest in the way musical instruments sound.

Music Curriculum Creates sounds by banging, shaking, tapping or blowing. Shows an interest in the way musical instruments sound. Reception Music Curriculum 2015-2016 Special People Growth and Change Going Places Moving Patterns Working World Our Senses Stories and Sounds 22-36 months Joins in singing favourite songs. Creates sounds

More information

Instrumental Music II. Fine Arts Curriculum Framework. Revised 2008

Instrumental Music II. Fine Arts Curriculum Framework. Revised 2008 Instrumental Music II Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music II Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music II Instrumental

More information

Key Skills to be covered: Year 5 and 6 Skills

Key Skills to be covered: Year 5 and 6 Skills Key Skills to be covered: Year 5 and 6 Skills Performing Listening Creating Knowledge & Understanding Sing songs, speak chants and rhymes in unison and two parts, with clear diction, control of pitch,

More information

Music overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes

Music overview. Autumn Spring Summer Explore and experiment with sounds. sound patterns Sing a few familiar songs. to songs and other music, rhymes Nursery Autumn Spring Summer Explore and experiment with Listen with enjoyment and respond Recognise repeated sounds and sounds to songs and other music, rhymes sound patterns Sing a few familiar songs.

More information

ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION

ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION UPDATED AS OF Dec. 2017 ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION Percussion Solo 1. Use of Sticks 2. Technique: Fluency, Precision 3. Interpretation: Tempo, Dynamics 4. Rhythm: Accuracy,

More information

Part-Singing and Percussion

Part-Singing and Percussion Part-Singing and Percussion Missouri Music Education Association Thursday, January 25, 2018 9:15 10:15 am Roger Sams Director of Publications and Music Education Consultant at Music Is Elementary 5228

More information

Primary Years Programme. Music scope and sequence

Primary Years Programme. Music scope and sequence k Primary Years Programme Music scope and sequence Primary Years Programme Music scope and sequence January 2004 International Baccalaureate Organization 2004 Previously published as draft in 2000 Organisation

More information

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2 Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: Chorus 2 Course Number: 1303310 Abbreviated Title: CHORUS 2 Course Length: Year Course Level: 2 Credit: 1.0 Graduation Requirements:

More information

This document can be used for Men s and Women s Glee Clubs as well as beginning and intermediate choirs.] Table of Contents

This document can be used for Men s and Women s Glee Clubs as well as beginning and intermediate choirs.] Table of Contents [Editor s Note: The CAP is intended to serve the choral music educator with suggested procedures and timelines to adhere to the CCSD Vocal Music Course Syllabi. This document will help our teaching across

More information

Kansas State Music Standards Ensembles

Kansas State Music Standards Ensembles Kansas State Music Standards Standard 1: Creating Conceiving and developing new artistic ideas and work. Process Component Cr.1: Imagine Generate musical ideas for various purposes and contexts. Process

More information

Sample assessment task. Task details. Content description. Year level 9

Sample assessment task. Task details. Content description. Year level 9 Sample assessment task Year level 9 Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested

More information

Music Curriculum. Grade 5: Unit Two. 1 P a g e

Music Curriculum. Grade 5: Unit Two. 1 P a g e Music Curriculum Grade 5: Unit Two 1 P a g e Course Description The goal of Unit Two is to take the concepts students have learned in Unit One and begin to see how they are used to create musical compositions.

More information